I believe that the greatest achievements and innovations occur when people step-outside the box and have the opportunity, or challenge, to integrate knowledge and experience across multiple disciplines and ways of thinking. Similarly, throughout my academic career I have curiously been following many disciplines and sub-disciplinary conversations, research and topics that inevitably expand my knowledge and thirst for more.
Currently I hold a Lecturer position within a science department of an organisation that traditionally focuses solely on arts and fashion (UAL, 2025b). These are rather contradictory but equally necessary subjects, making their intersubjective importance highly exciting and promising (Okwara and Henrik Pretorius, 2023). On one hand, my core background is in biological sciences and its applied disciplines, which are all disciplines based on finding ‘hard evidence’ and indisputable truths, so oriented in seeking and exploring an objective reality. On the other hand, art and fashion are an exorbitant world of creativity where the subjective opinion is the most dominant way of thinking. Through my role at LCF, I had the opportunity to interact on a daily basis, with multiple areas of art, design and fashion, all of which evoke a sense of freedom where creativity and innovation may prevail.
The integration of the two worlds collides when I attempt to scientifically explore ways to further promote creativity and innovation. Practically, this has been in exploring novel materials, identifying new ways of utilising natural products or researching the biodegradable nature of fashion materials, thus contributing to a more sustainable society. What I enjoy the most from my role at LCF, is the opportunity to engage with a wide array of professionals; researchers, academics and businesses who have the capability to make real-world changes. Due to my background, I feel that I am able to effectively communicate both with academics and experts from various industries, hoping to influence and create novel opportunities for my students and the wider society.
Being a scientist within an arts institute also comes with challenges in terms of attitudes and operations. One of the main challenges for example, is trying to encourage students to seek the objectivity of evidence, something that they will then be assessed on. But the assessment framework I operate within (UAL, 2025a), was created to assess art and design subjects which are, of course, geared more upon personal growth, creativity, innovation and realisation.
Within my role as a teacher and a researcher, I can challenge and thought-provoke my students to propose their own research idea and products. I hope to be a real-life example to my students of how worlds and theoretical backgrounds can integrate for, hopefully, a rewarding outcome.
References:
Okwara, V.U. and Henrik Pretorius, J.P. (2023) ‘The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners’ Attitudes Change’, Journal of culture and values in education, 6(2), pp. 18–33. doi: 10.46303/jcve.2023.6.
UAL (2025a) Assessment and marking criteria. Available at: https://www.arts.ac.uk/study-at-ual/course-regulations/assessment (Accessed: 17/03/2025).
UAL (2025b) BSc (Hons) Cosmetic Science. Available at: https://www.arts.ac.uk/subjects/business-and-management-and-science/undergraduate/bsc-hons-cosmetic-science-lcf (Accessed: 17/03/2025).